the university of the state of new york grade 8 ... · 8 grade 8 the university of the state of new...

8THE UNIVERSITY OF THE STATE OF NEW YORK

GRADE 8INTERMEDIATE-LEVELSCIENCE TESTJUNE 2013 WRITTEN TEST

FOR TEACHERS ONLY

RATING GUIDE FOR PART II

This rating guide contains detailed directions for rating student responses to Part II of the written test inIntermediate-Level Science. All raters should become familiar with the detailed directions before beginningto rate student responses.

Appendix A provides a chart that translates final scores into four performance levels. A conversion chart isneeded to translate a student’s raw score on the written and performance tests to a final score. This chart will beposted on the Department’s web site http://www.p12.nysed.gov/assessment/. Conversion charts provided forprevious administrations of this test must not be used to determine student’s final scores for the 2013 administration of this test.

Appendix B provides several charts that link the individual items on the test to the Intermediate-Level ScienceCore Curriculum Grades 5–8. This core curriculum is based on the New York State Learning Standards inMathematics, Science, and Technology.

Any clarifications or changes to this rating guide will be posted on the New York State Education Departmentwebsite http://www.p12.nysed.gov/assessment/ during the rating period. Check the “Scoring Information” linkat this website before starting the rating process and several times during the rating period.

Questions regarding this test should be directed to the Office of State Assessment at (518) 474-5900.

Note: Retain this guide for future use. Do not return it to SED with the performance test materials.

Copyright 2013THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENTALBANY, NEW YORK 12234

Detailed Directions for Rating Part II of the Written Test

Note: Beginning in the 2012-2013 school year, teachers are no longer permitted to scoretheir own students’ responses.

This guide contains detailed directions and criteria for scoring student responses to the questions in Part II of the written test. Raters should become familiar with the detailed directions andscoring criteria before beginning to score the student responses. Refer to the 2013 Manual forAdministrators and Teachers for suggestions about organizing the rating process.

In rating the student responses, follow the procedure outlined below.

1. Familiarize yourself with the system your school is using for processing the answerpapers and recording the test scores.

2. Have a test booklet on hand. Read each Part II question carefully. Note exactly what isrequired.

3. Carefully read the criteria provided in this guide for scoring each question.

4. For most questions, examples of acceptable responses are provided. Acceptableresponses include, but are not limited to, the examples given. Other responses that convey the same general meaning as those given in this guide should also receive credit. Raters must use their judgment to decide if the student’s answer meets the criteria. You may find it helpful to discuss questionable student responses with otherraters.

5. Acceptable responses separated by a slash (/) are considered to be the same responseand should be counted for credit once.

6. Discuss with other raters the requirements of each question and the scoring criteria.When you are certain that you clearly understand the requirements and criteria, you areready to begin scoring the student responses.

7. It is recommended that you score all the student responses to one question before proceeding to the next question. This method helps ensure that the scoring criteria areapplied consistently.

8. Students should not lose credit for incorrect spelling, grammar, capitalization, or punctuation.

9. In responses to questions where a specific number of answers are required (e.g., identify three materials, give two examples), if the student provides more than therequired number of answers, score only the required number, in the order in which theyappear.

Int.-Lev. Sci. Rating Guide—June ’13 [2]

10. Record the number of credits you allow for each question in the table provided on theback cover of the test booklet. The maximum number of credits for each questionappears in the table.

11. When you have finished scoring all the Part II questions, add the credits allowed for eachquestion to obtain the total raw score for Part II.

12. Follow your school’s procedure for transferring Part II scores to the student’s scannableanswer sheet. These are local decisions that depend on the answer sheet your schooluses. Some schools will transfer a score for each Part II question while others may transfer a total raw score for Part II. Check to be certain that the student name on thetest booklet matches the name on the answer sheet.

Online Submission of Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.p12.nysed.gov/assessment/teacher/evaluation.html.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.


46 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— amount of water

— water

47 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to:

— number of seeds

— amount of sunlight/light

— amount of soil

— type of soil

— depth of seeds in soil

— type of seeds

— size of seeds

— type of container

— size of container

— same temperature

48 [1] Allow 1 credit for igneous or volcanic/extrusive.


— heat/heating

— recrystallization of the minerals in the rock

— compression/pressure

— heat and/or pressure

Unacceptable responses include:

metamorphosis (It is stated in the question.)

50 [1] Allow 1 credit for any value from 39 grams to 41 grams.


51 [1] Allow 1 credit for between 2000 and 2005 or between 2005 and 2000.

52 [1] Allow 1 credit if the centers of five or six Xs are within the circles shown and correctly connectedwith a line that passes within the circles.

Example of a 1-credit response:

Note: Allow credit if a symbol other than X is used to plot the data. Do not allow credit for a bar graph.Do not allow credit if no line is drawn.It is recommended that an overlay be used to ensure reliability in rating.

1980 1985 1990 1995 2000 2005

11

10

9

8

7

6

5

4

3

2

1

0

Year

Ave

rag

e C

umul

ativ

e Lo

ss in

Gla

cial

Thi

ckne

ss (m

)

Average Cumulative Loss in GlacialThickness Over Time



— The squid population could decrease because there would be fewer cod for them to eat.

— The squid population would increase because there would be more small animals and krill forthem to eat.

— There would be less food for the elephant seals, so they would eat more squid and the squid population would decrease.

— There would be less food for the penguins, so they would eat more squid, so the squid population would decrease.

— The squid and cod both eat krill and small animals.

— Cod is a food source for squid.

— Organisms in a food web are interdependent.

54 [1] Allow 1 credit for cod or krill.

55 [1] Allow 1 credit if both the cause and effect are acceptable. Acceptable responses include, but are notlimited to:

Cause: — touching hot stove

— hot stove

Effect: — pulling hand away

— hand gets burned


— These responses help protect parts of a person’s body.

— These responses keep a person from being burned/injured.

— protection

— safety

57 [1] Allow 1 credit for two acceptable responses: Neospirifer and Spirifer (in either order).


— Meekoceras is in the top layer.

— Layer A is at the top.

— The fossil is in the youngest rock layer, A.

— Layer A formed last.

59 [1] Allow 1 credit for circling sedimentary.Int.-Lev. Sci. Rating Guide—June ’13 [6]


60 [1] Allow 1 credit for completing the Punnet square as shown.

Note: Allow credit if student uses bB or Bb.

61 [1] Allow 1 credit for bb × bb.


— Body color A is better camouflaged on the trees.

— They are better adapted to their environment.

— natural selection

— They have a better chance of living to reproduce.

— Beetles with color A are less likely to be eaten by predators.

— Body color B is more easily seen by predators.

— The trees have light-colored bark.

63 [1] Allow 1 credit for two acceptable responses: bird and human (in either order).

64 [1] Allow 1 credit for two acceptable responses: bird and frog (in either order).


— because a human gets half its chromosomes from each parent

— The egg and sperm are formed by a different type of cell division than body cells.

— They are reproductive cells/sex cells.

— The other cells (46) are formed after the sex cells (23) combine.

— The egg and sperm combine to get 46 chromosomes.

— The egg and sperm are formed by meiosis.

BB Bb

BB Bb

bB

B

B



— light

— Sun

— sunlight


— It uses sugar for food.

— uses it for energy

— growth

— repair

— carries on life processes

— to produce flowers

— uses it during cellular respiration


photosynthesis

68 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to:

1965 to 1970: — decreased— went down

1970 to 1975: — increased— went up

Note: Allow credit for an accurate numerical description of the changes, for example: went from 28(�1) to 16(�1), went up by 25(�1).


— When there are more wolves, there are fewer moose.

— When there are fewer wolves, there are more moose.

— As the moose population increases, the wolf population increases because the wolves havemore food.

— As the moose population goes down, the wolf population decreases, and then the moose population goes up.

70 [1] Allow 1 credit for San Francisco.


— Stockpile supplies (food, water, batteries, medical supplies, first aid kit, etc.)

— Modify building codes.

— Reinforce old buildings.

— Learn the locations of nearby shelters.

— Develop an evacuation plan.

— Build structures that can withstand earthquakes.

Note: The response needs to refer to a plan or action. Do not accept “evacuate” or “hide,” or “moveto another location.”

72 [1] Allow 1 credit for the Catskills.

73 [1] Allow 1 credit for any value greater than 36 and less than 40.



— The air mass centered over zone A formed over Canada.

— The air mass over zone B originated in the Gulf of Mexico.

— Zone A is behind the cold front.

— Zone A is near a high-pressure center.

— Zone B is behind a warm front.


— east/E

— to the northeast/NE

— west to east/W to E


— precipitation

— rain

— snow

— cloudiness

— storms

— unstable conditions

— increased humidity

— winds


hurricanes (These do not form over land.)

77 [1] Allow 1 credit for volume.


— The student could have measured the mass wrong.

— The student could have rounded incorrectly.

— The student could have calculated wrong.

— The student did not calibrate/zero the balance.

— The student used sand that contained other minerals besides quartz.


79 [1] Allow 1 credit for three or four correct responses circled on the chart.

DescriptionSelective Breeding

A farmer develops seeds that are resistant to a fungal disease by crossing two disease-resistant plants.

Yes

No

A farmer found that if the temperature ofthe barn was kept 5 degrees warmer, thecows in the barn produced more milk.

Yes

No

A farmer planted corn seeds in the field two weeks earlier than usual. Theearlier start yielded more corn.

Yes

No

A farmer mated his cattle with larger cattle. The offspring weighed more andprovided more meat.

Yes

No




— Coal cannot be easily replaced once the supplies are used up.

— Supplies of coal are limited.

— Fossil fuels take millions of years to form.


— CO2 is released.

— Harmful gases are produced.

— pollution

— global warming

— Burning coal/fossil fuels harms the environment.

— air pollution

— water pollution


— Use solar energy.

— wind

— geothermal energy

— running water

— hydroelectric

— nuclear

— biomass/biofuel

— burning wood


“water” alone

83 [1] Allow 1 credit if all three correct answers are circled as shown.

84 [1] Allow 1 credit for 40 joules.


— B has the highest energy output with the same energy input.

— B has the least amount of heat produced by friction.

— Machine B has the most energy output.

Sample Classification (circle one)

noble gas element compound mixture

salt dissolved in waterelement compound mixture

hydrogen chemicallycombined with oxygen

element compound mixture



Appendix A

New York State Grade 8 Intermediate-Level Science Test June 2013

Performance Levels Chart

The chart on the next page defines the four performance levels for this test. The state-designated level of performance for this test is a final score of 65 or higher (levels 3 and 4). Students scoring below 65 (levels 1 and 2) must be provided with academic intervention services according to section 100.2(ee)(i) of the Regulations of the Commissioner of Education. The chart provides the score intervals and a brief description of student abilities at each level. The conversion chart will be posted on the Department’s website at http://www.p12.nysed.gov/assessment/. Note: Conversion charts provided for previous administrations of this test must not be used to determine

students’ final scores for the 2013 administration.

Performance Levels

Grade 8 Intermediate-Level Science Test

Level Final Test

Score Range

Description of Student Performance

4 85–100

Meeting the Standards with Distinction Student demonstrates superior understanding of the intermediate-level science

content and concepts for each of the learning standards and key ideas assessed. Student demonstrates superior intermediate-level science skills related to each of the

learning standards and key ideas assessed. Student demonstrates superior understanding of the intermediate-level science

content, concepts, and skills required for a secondary academic environment.

3 65–84

Meeting the Standards Student demonstrates understanding of the intermediate-level science content and

concepts for each of the learning standards and key ideas assessed. Student demonstrates the science skills required for intermediate-level achievement

in each of the learning standards and key ideas assessed. Student demonstrates understanding of the intermediate-level science content,

concepts, and skills required for a secondary academic environment.

2 44–64

Not Fully Meeting the Standards Student demonstrates only minimal proficiency in intermediate-level science

content and concepts in most of learning standards and key ideas assessed. Student demonstrates only minimal proficiency in the skills required for

intermediate-level achievement in most of the learning standards and key ideas assessed.

Student demonstrates marginal understanding of the science content, concepts, and skills required for a secondary academic environment.

1 0–43

Not Meeting the Standards Student is unable to demonstrate understanding of the intermediate-level science

content and concepts in most of the learning standards and key ideas assessed. Student is unable to demonstrate the science skills required for intermediate-level

achievement in most of the learning standards and key ideas assessed. Student is unable to demonstrate evidence of the basic science knowledge and skills

required for a secondary academic environment.


Appendix B

Item Maps

New York State Grade 8 Intermediate-Level Science Test June 2013 Written Test

Performance Test Form A Item maps contained in this appendix:

Reference to Intermediate-Level Science Core Curriculum Grades 5–8 — June 2013 Written Test and Performance Test, Form A

Reference to Process Skills Based on Standard 4 — June 2013 Written Test and Performance Test, Form A

Reference to Core Curriculum for Individual Test Questions — June 2013 Written Test Reference to Core Curriculum for Individual Test Questions — Performance Test, Form A

Note: Core curriculum is based on NYS Learning Standards for Mathematics, Science and Technology.


Performance Test

Form A Question Number

NYS Learning Standards for Mathematics, Science, and Technology

Standard/Area

Reference to Intermediate-Level Science Core Curriculum

Key Idea or Performance Indicator Station 1

Station 2

Station 3

June 2013 Written Test

Question Number

S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.

2 3

S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

8 4

S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.

7 8

5 6

Standard 1 Scientific Inquiry Key Idea 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. S1.4 Seek to clarify, to assess critically, and to

reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

7

S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

3 4 5 6

1 2 79

S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.

2 3 4

1, 46, 47

Standard 1 Scientific Inquiry Key Idea 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.

1 3 4

1 2 3

1 2 4

S3.1 Design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

1 3 5

2 8 52

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

1 4 5 6

4, 5, 6, 7

2, 50, 51, 57, 68, 69, 78

Standard 1 Scientific Inquiry Key Idea 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis. 5

M1 Abstraction and symbolic representation are used to communicate mathematically. 3

8 42

M2 Deductive and inductive reasoning are used to reach mathematical conclusions. 4, 5,

6, 7 50, 68, 69, 73, 77

Standard 1 Mathematical Analysis

M3 Critical thinking skills are used in the solution of mathematical problems. 2, 37, 84, 85


Performance Test Form A

Question Number


Standard/Area



Station 2

Station 3


Question Number

Standard 1 Engineering Design

T 1.1–T 1.5 Engineering design is an iterative process involving modeling and optimization to develop technological solutions to problems within given constraints.

1.1–1.5 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

2.1–2.3 Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.

Standard 2 Information Systems

3.1–3.3 Information technology can have positive and negative impacts on society, depending upon how it is used.

1 Earth and celestial phenomena can be described by principles of relative motion and perspective.

2, 24, 25, 28, 29, 30, 33

2 Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

18, 26, 27, 32, 34, 35, 48, 49, 51, 59, 70, 71, 72, 73, 74,

75, 76 3 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

31, 36, 37, 38, 50, 77, 78, 83

4 Energy exists in many forms, and when these forms change energy is conserved.

39, 40, 41, 44, 80, 82, 84, 85

Standard 4 Physical Setting

5 Energy and matter interact through forces that result in changes in motion.

24, 42, 43, 45, 85

1 Living things are both similar to and different from each other and from nonliving things.

3, 4, 6, 7, 8, 9, 10, 11, 13, 16

2 Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

12, 60, 61

3 Individual organisms and species change over time. 5, 14, 57, 58, 62, 79

4 The continuity of life is sustained through reproduction and development.

15, 19, 46, 47, 63, 64, 65

5 Organisms maintain a dynamic equilibrium that sustains life.

20, 21, 54, 55, 56, 66, 67

6 Plants and animals depend on each other and their physical environment.

7, 18, 53, 66

Standard 4 Living Environment

7 Human decisions and activities have had a profound impact on the physical and living environment.

1, 17, 22, 23, 35, 53, 68, 69, 81



Question Number


Standard/Area



Station 2

Station 3


Question Number

Standard 6 Interconnectedness:Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 6 Systems Thinking

1.1–1.4 Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

Standard 6 Models

2.1–2.3 Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

1, 2, 3, 4 3, 8 4

3, 4, 15, 17, 18, 20, 24, 28, 29, 30, 31, 32, 33, 38, 39, 44, 45, 48, 49, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 66, 67, 70, 72, 73, 74, 76, 80

Standard 6 Magnitude and Scale

3.1–3.2 The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

Standard 6 Equilibrium and Stability

4.1–4.2 Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

Standard 6 Patterns of Change

5.1–5.2 Identifying patterns of change is necessary for making predictions about future behavior and conditions.

3, 4, 5, 6, 7 6 25, 75

Standard 6 Optimization

6.1–6.2 In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

1 Connections The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those related to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

71, 82

Standard 7 Interdisciplinary Problem Solving 2 Strategies Solving interdisciplinary problems

involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.


Grade 8 Intermediate-Level Science Reference to Process Skills Based on Standard 4


Question Number Process Skills

(From Intermediate-Level Science Core Curriculum Grades 5–8)

Station 1

Station 2

Station 3


Question Number

1 Follow safety procedures in the classroom and laboratory 2 Safely and accurately use the following measurement tools:

metric ruler, balance, stopwatch, graduated cylinder, thermometer, spring scale, voltmeter

1 37

3 Use appropriate units for measured or calculated values 1, 2, 3 4 Recognize and analyze patterns and trends 7, 8 68, 69, 85 5 Classify objects according to an established scheme and a student-generated scheme 83

6 Develop and use a dichotomous key 1–5, 9 3, 4 7 Sequence events 17

8 Identify cause-and-effect relationships 4, 5, 6 6, 7 40, 53, 55, 56, 65, 69, 81

Gen

eral

Ski

lls

9 Use indicators and interpret results 1 Manipulate a compound microscope to view microscopic

objects 6, 8

2 Determine the size of a microscopic object, using a compound microscope 7

3 Prepare a wet mount slide 4. Use appropriate staining techniques 5 Design and use a Punnett square or a pedigree chart to predict the probability of certain traits 60, 61

6 Classify living things according to a student-generated scheme and an established scheme 9 3, 4, 79

7 Interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web 54

8 Identify pulse points and pulse rates

Liv

ing

Env

iron

men

t Ski

lls

9 Identify structure and function relationships in organisms 1 Given the latitude and longitude of a location, indicate its

position on a map and determine the latitude and longitude of a given location on a map

28

2 Using identification tests and a flow chart, identify mineral samples

3 Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type 48, 49

4 Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution 70

5 Use a magnetic compass to find cardinal directions 6 Measure the angular elevation of an object, using

appropriate instruments

7 Generate and interpret field maps including topographic and weather maps 72, 73, 74

8 Predict the characteristics of an air mass based on the origin of the air mass 74

9 Measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.

10 Determine the density of liquids, and regular- and irregular-shaped solids 3 77

11 Determine the volume of a regular- and an irregular-shaped solid, using water displacement 37

12 Using the periodic table, identify an element as a metal, nonmetal, or noble gas

13 Determine the identity of an unknown element, using physical and chemical properties

14 Using appropriate resources, separate the parts of a mixture 15 Determine the electrical conductivity of a material, using a

simple circuit

Phys

ical

Set

ting

Skill

s

16 Determine the speed and acceleration of a moving object 42


Grade 8 Intermediate-Level Science

Reference to Core Curriculum for Individual Test Questions on Written Test — June 2013

QuestionNumber

MST Learning Standard

Area within Standard 4 (PS or LE)

Key Idea or Major

Understanding

Other Standards, Key Ideas, or Major Understandings

Process Skills Based on

Standard 4 1 1 - S 2.2b S1, S2, S3; LE 7.1c 2 1 - S 3.2h M3; PS 1.1c

3 6 - 2.2 LE 1.1h General skill 6 LE skill 6

4 6 - 2.2 LE 1.1h General skill 6 LE skill 6

5 4 LE 3.2b 6 4 LE 1.1e 7 4 LE 1.1c 6.2a 8 4 LE 1.2j 9 4 LE 1.2g 10 4 LE 1.2e 11 4 LE 1.2d 1.2b 12 4 LE 2.1a 13 4 LE 1.2d 14 4 LE 3.1a 15 4 LE 4.4a St 6 KI 2.2 16 4 LE 1.2c 1.2f 17 4 LE 7.2b St 6 KI 2.2 General skill 7 18 4 PS 2.1j LE 6.1c; St 6 KI 2.2 19 4 LE 4.4d 20 4 LE 5.1e St 6 KI 2.2 21 4 LE 5.1e 22 4 LE 7.1a 23 4 LE 7.2a 24 4 PS 1.1d 5.2a; St 6 KI 2.2 25 4 PS 1.1g 1.1e; St 6 KI 5 26 4 PS 2.1a 27 4 PS 2.1h 28 4 PS 1.1f St 6 KI 2.2 PS skill 1 29 4 PS 1.1i St 6 KI 2.2 30 4 PS 1.1g St 6 KI 2.2 31 4 PS 3.1d St 6 KI 2.2 32 4 PS 2.2f St 6 KI 2.2 33 4 PS 1.1c St 6 KI 2.2 34 4 PS 2.2d 35 4 PS 2.2r LE 7.2d 36 4 PS 3.1a

37 1 - M3.1a PS 3.1f PS skill 11 General skill 2

38 4 PS 3.2a St 6 KI 2.2 39 4 PS 4.1e St 6 KI 2.2 40 4 PS 4.4b General skill 8 41 4 PS 4.4c 4.1d 42 4 PS 5.1d St 1 M 1.1c PS Skill 16


Question Number

MST Learning Standard

Area within Standard 4 (PS or LE)

Key Idea or Major

Understanding

Other Standards, Key Ideas, or Major Understandings

Process Skills Based on

Standard 4 43 4 PS 5.2c 44 4 PS 4.4g St 6 KI 2.2 45 4 PS 5.1e St 6 KI 2.2 46 1 - S 2.2d LE 4.3e 47 1 - S 2.2d LE 4.3e 48 6 - KI 2.2 PS 2.2g, 2.2h PS skill 3 49 6 - KI 2.2 PS 2.2h PS skill 3 50 1 - M 2.1a S 3.2h; PS 3.1b 51 1 - S 3.2h PS 2 intro 52 1 - S 3.1a PS 53 6 - KI 2.2 LE 7.2a, 6.1b General skill 8 54 4 LE 5.1e St 6 KI 2.2 LE Skill 7 55 4 LE 5.1g St 6 KI 2.2 General skill 8 56 4 LE 5.1g St 6 KI 2.2 General skill 8 57 1 - S 3.2h LE 3.2c; St 6 KI 2.2 58 4 LE 3.2c St 6 KI 2.2 59 4 PS 2.1f 2.2g; St 6 KI 2.2 60 4 LE 2.2c St 6 KI 2.2 LE skill 5 61 4 LE 2.2b St 6 KI 2.2 LE skill 5 62 4 LE 3.1b LE KI 3 intro; St 6 KI 2.2 63 4 LE 4.1d St 6 KI 2.2 64 4 LE 4.1d St 6 KI 2.2 65 4 LE 4.4c 4.1c, 4.2b General skill 8 66 4 LE 5.1d 6.2a; St 6 KI 2.2 67 4 LE 5.2a 5.1d; St 6 KI 2.2 68 1 - S 3.2h M 2.1b; LE 7.1b, 7.1c General skill 4

69 4 LE 7.1c M 2.1b; S 3.2h General skill 4 General skill 8

70 4 PS 2.2f 2.2a; St 6 KI 2.2 PS skill 4 71 7 - 1.1 PS 2.2f 72 6 - KI 2.2 PS 2.2j PS skill 7 73 1 - M 2.1b PS 2.2j; St 6 KI 2.2 PS skill 7 74 4 PS 2.2l St 6 KI 2.2 PS skills 7 & 8 75 4 PS 2.2p St 6 KI 5 76 4 PS 2.2o 2.2p; St 6 KI 2.2 77 4 PS 3.1h St 1 S 3.2h PS skill 10 78 1 - S 3.2b PS 3.1h 79 4 LE 3.1c St 1 S 2.1d LE skill 6 80 4 PS 4.1b St 6 KI 2.2 81 4 LE 7.2d General skill 8 82 4 PS 4.1b St 7 KI 1 83 4 PS 3.3f 3.3g, 3.2b General skill 5 84 1 - M 3.1 PS 4.5b 85 4 PS 4.5b 5.2e, St 1 M 3.1 General skill 4


Grade 8 Intermediate-Level Science Reference to Core Curriculum for Individual Test Questions on Performance Test Form A

Reference to Grade 8 Intermediate-Level Science Core Curriculum

Station Question Number Credits

MST Standard 1 (Mathematical Analysis, Scientific Inquiry, and Engineering Design) Key Idea/Performance Indicator

MST Standard 6 Interconnected/

Common Themes

Process Skills Based on MST

Standard 4

1 3 S 2.3, S 3.1, S 3.2 KI 2 General Skill 6

2 2 S 1.1, S 2.2 KI 2 General Skill 6

3 2 S 1.1, S 2.1, S 2.2, S 2.3, S 3.1 KI 2 General Skill 6

4 2 S 2.1, S 2.2, S 2.3 KI 2 General Skill 6

5 2 S 2.1, S 3.1 General Skill 6

6 1 S 2.1 LE Skill 1

7 1 LE Skill 2

8 1 LE Skill 1

1

9 1 General Skill 6 LE Skill 6

1 5 S 2.3 General Skill 2

2 3 S 2.3, S 3.1

3 1 S 2.3 M 1

KI 2 KI 5

4 1 S 3.2 M 2 KI 5 General Skill 8



7 2 S 1.3, S 1.4 M 2 KI 5 General Skill 4

2

8 3 S 1.2, S 1.3, S 3.1 M 1 KI 2 General Skill 4



3 4 General Skill 3

4 1 S 1.2, S 2.3, S 3.2 KI 2

5 2 S 1.3, S 3.2, S 3.3

6 2 S 1.3, S 3.2 KI 5 General Skill 8

3

7 2 S 3.2 General Skill 8


the university of the state of new york grade 8 ... · 8 grade 8 the university of the state of new...

Documents